Bird Droppings July 30, 2014
Maybe we are in the wrong
“I am tired of talk that comes to nothing. It makes my heart sick when I remember all the good words and all the broken promises. There has been too much talking by men who have no right to talk. Too many misinterpretations have been made; too many misunderstandings have come between the white men about the Indians.” Chief Joseph, Nez Perce January 14, 1879 addressing representatives of the President of The United States
Sadly nothing has changed over a hundred plus years since Chief Joseph surrendered. Today there are over three hundred thousand complaints against the Bureau of Indian Affairs that are unanswered and in courts throughout the country and the highest suicide rate of teenagers are on reservations. Around the country, we are arguing about illegal immigrants. In Arizona and New Mexico many of the ancestors of this people were kicked off their land when we won the Spanish-American war. Navahos, Apaches, and many other tribes were dispersed to the Indian Territories in Oklahoma never allowed to return to the ancestral homes. We are so self-centered that we can argue about illegal immigrant’s maybe it is us who are truly the illegal immigrants.
“If the white man wants to live in peace with the Indian he can live in peace. There need be no trouble. Treat all men alike. Give them all the same law. Give them all an even chance to grow and live.” Chief Joseph
So often my thoughts come random after a few hours’ sleep and rising to take the dog out a point, or idea will stick. Last night about four in the morning our westie woke me up to go out and in heading out something came to mind. It seems the powers to be back in the day and now always want to mass produce. In the world of the late 1800’s as far as Native Americans go it was coming up with a blanket policy and no pun intended to cover all tribes. There was no consideration of culture of a language just this was it including education using the Carlisle School as an example. The white way was the best. No exceptions Indians should be farmers like white folk no more hunting and gathering, and no more Sundance ceremonies banned in late 1800’s or rituals that might offend Christian folk. Treaties and promises were made almost with little or any attempt to truly fund and or implement that plan. Corruption ruled what little funding did find its way to reservations and holding areas. As I thought, it was very easy to coincidently tie this government outlook to education of today.
In 2004, a massive educational bill was passed entitled No Child Left Behind. The key point being that by 2014, all children would be on grade level in math and reading. Sadly funding was left by the wayside and for states to implement as best they could. However penalties were still in place for not meeting standards imposed. All children and that includes all socio-economic, cultural, children with disabilities, ethnic groups and any other sort of subtitle that might be thrown in. Children would be evaluated with standardized tests given in specific grades and to graduate would have to pass these tests. Dr. William Ayers, that same fellow, accused during the last presidential election of being too friendly with our now president is a nationally known educator and author has this to say.
“The root of the word evaluation is ‘value’ and authentic assessment includes understanding first what the student’s value and then building from there. Authentic assessment is inside-out rather than outside-in. It’s an attempt to get away from sorting a mass of students and closer to the teachers question: Given what I know, how should I teach this particular student.” Dr. William Ayers
One of our states efforts to get the assessment in line with national standards, and accountability has been a new math curriculum and, of course, subsequent testing. On the front page of today’s Atlanta Journal-Constitution “Only 52% of the students who took the End of Course test for Math II in May passed.” This was across the state averages in high schools on this particular test. State department of education people are saying they will get it just will take time for students to get use to a new curriculum. In special education, we have been told to start telling parent’s in IEP’s that kids may be in high school for five or six years due to higher standards for graduation. I question who is setting the bar up and why?
In reading the Atlanta Journal Constitution, it is due to mandated standards set in No Child Left Behind legislation. What about schools that are so far behind that no matter what bar level is set it will not happen. Many reservation schools and inner city schools have never hit AYP to date in nearly ten years of testing. Another sad point is it is common knowledge among administrators and educators that test scores and zip codes have a strong correlation. How is that for a statistic? Borrowing a phrase now that is a Catch 22, yes most definitely. I had an idea last night after a brief discussion in a blog over what could be done. I asked for some time to think about solving this dilemma. By chance, I went by Barnes and Nobles to get some back up material.
Great educators have known the answer for many years. John Dewey offered suggestions and thoughts well over a hundred years ago. Numerous other authors have expanded on and clarified Dewey’s thoughts and all seem to come to one conclusion the solution is not in one test fits all, one curriculum fits all; it is not about leaving children behind which is happening at an alarming rate currently. So here was walking my dog last night, and a thought came to me. It’s about one child at a time.
“Teachers are explorers. As they explore the world and lives of their students, they cast lines to different ways of thinking. Teaching is often bridge building; beginning on one shore with the knowledge, experience, know-how, and interests of the student, the teacher moves toward broader horizons and deeper ways of knowing.” Dr. William Ayers, To teach the journey of a teacher, 2010
You might say where do we start, we start asking students. After talking with many students of the Foxfire program who have graduated many years back I see that there are commonalities in their opinion of what they learned. They learned about community more so than any other topic this has come up numerous times. It was not a measurable academic lesson or standardized test score it was the interactions with others in a useful and viable manner. It was being allowed to be an individual and to be creative. It was about one child at a time.
“From the beginning, learner choice, design, and revision infuses the work teachers and learners do together.” Foxfire Core Practice One
John Dewey emphasized the democratic classroom and giving students a voice and allowing their past experiences to be utilized not just those perceptions and experiences of the teacher. This idea of One Child at a Time may sound a bit far-fetched but when you look at how we currently test and evaluate it is not truly an indicator of what a child knows or even cares about. It is what has been drilled in the past semester. So often you will hear the term lifelong learner and yet is cramming for a standardized test lifelong learning? Is 52% of students taking tests failing lifelong learning? What if we could take a bit more time learn who the student is allow that student’s weakness and strengths to be incorporated into the learning process and developed. I would say wouldn’t it be great if we could do an individual IEP for all students instead of a blanket testing policy. Would it not be great if each student had a portfolio that accompanied them in each grade showing progress and showing their achievements? It is one child at a time that is the key to educational success and or failure. I will wander more another time so please keep all in harm’s way on your mind and your hearts namaste.
My family and friends I do not say this lightly,
(We are all related)